March 10th Lesson Plans

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REMEDIATION Lesson Plan
"Messin' With Sasquatch" - proportions

Joanne McClellan
Math – 8th grade

“Messin’ With Sasquatch” Lesson Plan

Essential Question: Where will you be in 30 years?

OVERVIEW
The student will apply the principle of proportionality to find the height of Sasquatch.

Materials
Computer
Data Projector
Meter/Yard Sticks
Sasquatch Footprint (approximately 30 inches in length)
“Messing With Sasquatch” Worksheet
Spreadsheet set up to find the missing value of Sasquatch’s height

Planning and Diagnostics
Skills:
Measuring using standards unit if measure to a specific precise unit
Set up proportions
Solving proportions

SCOS:
Math 8
1.02 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
2.02 Apply and use concepts of indirect measurement.
5.04 Solve equations using the inverse relationships of addition and subtraction, multiplication and division, squares and square roots, and cubes and cube roots.

Computer/Technology Skills 8
1.09 Recognize, discuss, and investigate how spreadsheets in a variety of settings (e.g., schools, government, business, industry, transportation, communications).
1.10 Use spreadsheet and graphing terms/concepts to present and explain content area assignments.
3.04 Create/modify spreadsheets to analyze and interpret information, test simple "what if..." statements, solve problems, and make decisions in content areas.


Main Lesson Activities
Hook/Engagement:
How tall is Sasquatch?
Show one of the commercial clips available from the following website:
www.messinwithsasquatch.com

Vocabulary
Precision unit
Ratio
Proportion

Measurable Objectives
Measure the height to the nearest inch
Set up proportions correctly
Solve proportions

Practice in Authentic, Challenging Contexts
Guided Practice
“Messing With Sasquatch” Worksheet
“Messing With Sasquatch” Spreadsheet
Name Foot Length Height Sasquatch Foot Sasquatch Height
(Formula for S.H.)=height *Sasquatch Foot/Foot Length
Independent Practice
Measuring
Proportion – determining and solving
Spreadsheet input

Assessment
Defining spreadsheet formulas to be used to check accuracy of their calculation of Sasquatch’s height based on their individual data
Compare and contrast their findings with a class average/finding

Reflection and Planning
Reinforces measuring skills that are lacking
Instant assessment once spreadsheet formula is input
Application of proportion and indirect measurement
Incorporates computer/technology skills needed for computer test

Resources
Internet
Excel or spreadsheet program




NAME: _

“Messin’ With Sasquatch”

How tall is Sasquatch (Big Foot)? Make a prediction.

Adjust your prediction based on the video if needed.

If we know his foot length, can we find his height using proportions?

Measurements:
  1. Which unit of measurement are we going to use as a class? This unit will be used for ALL measurements.
  2. Find a partner by gender.
  3. Each partnership will need one meter-stick and several rulers. Please make sure each partnership has at least on meter stick.
  4. Measure Sasquatch’s foot length. Record your answer.
  5. Measure your foot length – NO you don’t have to take off your shoes. Record your answer.
  6. Measure your height – this is where the partners help each other. Record your answer.
  7. Input your individual information on the spreadsheet on the laptop. Be sure to record the information in the correct column.

  1. With your partner, decide on a proportion using the gathered data to find Sasquatch’s height. Record that proportion using your measurements.


  1. Find Sasquatch’s height using your proportion.

  1. How close was your prediction? Why do you think it was different?

  1. Describe the formula used in the spreadsheet. Be sure to fully explain all parts.

  1. Does this formula produce the same results as your proportion? Why or why not?